Scientific Foundations of Learning: A Data-Driven Investigation into Modern Educational Practices and Cognitive Development
Keywords:
Data-driven learning, cognitive development, educational technology, learning analytics, pedagogical practice;, educational equityAbstract
This study explores how cognitive science and data-driven methods can inform modern educational practices, focusing on secondary and higher education. We examine global trends in learning outcomes, educational technology, and cognitive development to identify evidence-based strategies. Using publicly available datasets (e.g., UNESCO, OECD/PISA, World Bank), we analyze how factors like socio-economic status, technology use, and pedagogical design impact learning. Our findings show that widespread access to formal education has increased dramatically over the last two centuries, yet disparities in learning quality persist (Figs. 1-3). We observe that countries with higher GDP per capita generally achieve better standardized test scores (Fig. 7), reflecting resource-driven advantages. At the same time, cognitive research emphasizes foundational brain development and the importance of responsive early experiences. Modern practices such as personalized learning, adaptive technology, and teacher-led instruction show promise: for example, analyses of PISA data indicate that classrooms equipped with projectors and internet-linked computers gain nearly a full grade level in achievement, and that teacher use of technology benefits learning more than student-only use. We synthesize these insights in a data-driven framework for education, proposing that well-designed environments aligned with cognitive principles can close learning gaps. Keywords: data-driven education, cognitive development, learning analytics, educational technology, PISA.
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